【作者】 董成文； 张奇；

【Author】 Dong Chengwen;Zhang Qi;School of Psychology, Liaoning Normal University;

【机构】 辽宁师范大学心理学院；

【摘要】 为了考察个体与小组合作学习方式、组容、成员结构、合作形式对小学生简单和复杂两种规则样例学习迁移效果的影响,以没有学习过"追及问题"解决的四年级小学生为被试,以简单和复杂两种追及问题的解题样例为学习材料,进行了4项实验研究,得出如下主要结论:(1)规则的复杂程度影响个体和小组合作样例学习的迁移效果;小组合作复杂规则样例学习的迁移成绩明显优于个体学习。(2)组容影响小组合作规则样例学习的迁移效果;三人组复杂规则样例学习的近迁移成绩显著优于二人组和四人组。(3)异质结构组复杂规则样例学习的迁移成绩明显优于"中中中"同质结构组;"高中低"和"高低低"异质结构组对低水平学生复杂规则样例学习的近迁移成绩有显著的促进作用。(4)小组合作形式影响小组合作规则样例学习的迁移效果,"自由讨论式"比"问题清单式"更能有效促进规则样例学习的近迁移成绩;"同年级小先生辅导"比"高年级小先生辅导"更能促进简单规则样例学习的远迁移成绩。在三种合作形式中,"自由讨论式"对低水平学生规则样例学习的近迁移成绩的促进作用较好,其次是同年级小先生辅导,问题清单式较差。"同年级小先生辅导"比自由讨论和问题清单更有利于促进低水平学生简单规则样例学习的远迁移成绩。更多还原

【Abstract】 In order to investigate the transfer effects of learning methods, the sizes of group, the structure of group, and the cooperative form in group on simple and complex worked-examples learning of rules, the simple and complex rule worked-examples about the "chasing problem" were used as the materials, the four-grade pupils who never studied the "chasing problem" were selected to be subjects, four researches were carried out. The main conclusions are as follows:(1) in terms of individual learning and cooperative learning in group, the transfer performances were affected by the complexity of rules. Moreover, for complex worked-examples learning of rules, the performances of near transfer and far transfer were promoted significantly by cooperative learning in group;(2) in terms of the sizes of group, for complex worked-examples learning of rules, the performances of near transfer were enhanced in the case where there were three pupils in a group, but not two and four;(3) for cooperative learning in group, those pupils who studied complex rule worked-examples, their performances was also influenced by the structure of group, that means the performances of near and far transfer could be effectively promoted under the heterogeneous structure group. Specifically, in simple worked-examples learning of rules, under the heterogeneous structures which were the "high-middle-low" and the "high-high-low", the effect of near transfer was promoted, but, under the heterogeneous structure of "high-middle-low" and "high-low-low", the near-transfer performances of those low-level pupils who studied complex rule worked-examples had significantly promoted;(4) as far as the form of group was concerned, for worked-examples learning of rules, the performances of the near transfer were significantly better in the condition of "free discussion" than in the condition of "question list"; for simple worked-examples learning of rules, compared to the "senior-grade pupil assistance", the performances of far transfer were better under "same-grade pupil assistance". In addition, among the three forms of cooperation, for those low-level pupils who studied simple and complex rules worked-examples, the "free discussion" was more effective to promote the performances of near transfer, followed by "same-grade pupil assistance", however, the "question list" was poorer. Compared with the condition of "free discussion" and the "question list", the far transfer’s performance of low-level students who studied simple work-examples was significantly promoted by "same-grade pupil assistance".更多还原